O papel do estágio supervisionado na formação inicial docente: uma experiência nos anos iniciais do ensino fundamental

Abstract

As a qualitative and bibliographic study, this monograph aims to explore the contributions of the Supervised Internship to the initial training of teachers, presenting an experience in the Early Years of Elementary Education during the internship period of the Pedagogy program at the Federal University of Alagoas (UFAL). In the light of historical-critical pedagogy, the discussions presented here seek to examine the concepts of education and teacher education and how their role is connected to the modes of functioning of society, in addition to addressing issues related to the concepts of theory and practice and how they integrate within teaching practice. Drawing on the contributions of authors such as Dermeval Saviani, Selma Garrido, and Silvio Sánchez, the development of this work resulted primarily in the understanding of the internship as a research field, fostering debate on the need for teacher/pedagogue education grounded in history as the axis of curricular organization and on the school as a privileged locus for the development of the essential knowledge required for teaching practice.